Principles Of Critical Literacy Analysis
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Critical literacy
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What this means is that critical literacy involves having an ingrained critical perspective or way of being that provides us with an ongoing critical orientation to texts and practices. Inviting students to write down the messages that they see in public transport, to take photographs of graffiti or billboards, to cut out advertisements from magazines, or to collect sweet wrappers to bring to class helps them to read the everyday texts they encounter critically. Inviting children to bring culturally meaningful artifacts to school enables meaningful discussions about and understanding of things that matter to different communities. Students learn best when what they are learning has importance in their lives; as such, using the topics, issues, and questions that they raise should be central to creating an inclusive critical curriculum.
It is our job to show them how to assume agency and act to make a difference, however small. Texts are socially constructed from particular perspectives; they are never neutral. All texts are created from a particular perspective with the intention of conveying particular messages. Texts work to have us think about and believe certain things in specific ways, and as such they work to position readers in certain ways. We therefore need to question the perspectives conveyed by the writer. Even maps are social constructions based on selections of what to include and exclude, and whether to put north at the top and Europe at the center.
The ways we read text are never neutral. Each time we read, write, or create, we draw from our past experiences and understanding about how the world works. We therefore should also analyze our own readings of text and unpack the position s from which we engage in literacy work. If you agree with a text, it is easy to read it sympathetically and hard to read it critically. However, if you find a text offensive, it is hard to engage with it. But we have to do both; we have to engage with texts on their own terms—both to learn from them and to critique them—and we have to recognize that our identities shape how we consume and produce texts. For example, engaging with colonial texts helps us to understand colonialism and prepares us to produce texts that argue for decoloniality.
From a critical literacy perspective, the world is seen as a socially constructed text that can be read. The earlier students are introduced to this idea, the sooner they are able to understand what it means to be researchers of language, image, gesture, spaces, and objects, exploring such issues as what counts as language, whose language counts, and who decides, as well as exploring ways texts can be revised, rewritten, or reconstructed to shift or reframe the message s conveyed. Critical literacy involves making sense of the sociopolitical systems through which we live our lives and questioning these systems. This means critical literacy work needs to focus on social issues, including inequities of race, class, gender, or disability and the ways in which we use language and other semiotic resources to shape our understanding of these issues.
The discourses we use to take up such issues work to shape how people are able to—or not able to—live their lives in more or less powerful ways. Journalistic independence is essential to this process. They need to insist on independent journalists, professionals free of outside obligation and limitation, so they can trust the information they receive. They need to hold media accountable for the quality of information delivered. If members of the public are news sources, they must identify their biases and be transparent in their actions.
Effective communication of news and information requires synthesis of multiple sources into meaningful context and comprehension of its impact Journalists must make sense of information, using the most credible and reliable resources, so audiences can make meaningful use of it, in context, with a minimum need for clarification. In short, journalists must get it right. And it must be presented in a relevant, engaging manner without sensationalism, speculation and bias. Citizens must take responsibility to make every effort to understand information received, including asking questions and pursuing their own versions of it. They must demand credible and reliable information sources, not infotainment based on information that is not right.
And they must be taught the importance of seeking information of consequence. Information requires verification to be effective Journalists must find the best resources and substantiate what they say. They should present information in coherent ways as well as keep it clear, meaningful and relevant. The purpose of news is not diversion but the sharing of usable and reliable information in an engaging and relevant way. Journalists must question sources without advocacy or disengagement. Communities must not accept information without critical thought and analysis, including comparison and evaluation. In evaluating such information, they should be involved, skeptical and challenging, in what they act on.
Journalists must report information from all stakeholders, especially from those who might not otherwise have a chance to be heard, by creating a forum that adheres to journalistic principles. They can bring about change by being journalistically responsible as well as by offering voice to those traditionally unheard. Individuals should expect to have a forum to air their views. That forum must also involve the responsibility to listen to the views of others. Home About Contact Us.
